The importance of using innovative technologies during foreign language classes to improve speaking skills at professional colleges of uzbekistan

Keywords:
Speaking activities, monologue, dialogue, Learning skills, traditional method, 
Communicative Language Teaching (CLT), speaking fluency. 
 
INTRODUCTION
Speaking is considered to be the mostly sought skill for an individual to be accepted competent 
in a foreign language. Speaking is more than to form grammatically correct sentences; it rather 
covers broad areas of mechanics, functions, pragmatics and social interaction. Therefore, any 
foreign language teaching methodology used in the classroom throughout the history has 
always sought to develop ways to improve the competency of learners in these areas. In 
contemporary methodologies the emphasis in speaking is fluency rather than accuracy. In a 
typical classification the speaking activities in foreign language classroom usually falls into 
one of these categories: Awareness raising activities, Controlled activities and Autonomous 
activities. There are also some speaking strategies that can be implemented to encourage the 
unmotivated students to produce speaking.
 
Nowadays foreign languages are being taught to children at primary level itself. 
Learners/students are strictly made to speak in foreign language when they are in school 
premises during the classes. It is noted that in the framework of the Law of the Republic of 
Uzbekistan "On education" and the National Programme for Training in the country, a 
comprehensive foreign languagesa teaching system, aimed at creating harmoniously developed, 
highly educated, modern-thinking young generation, further integration of the country to the 
world community, has been created. It is the tasks of teachers to prepare taught, 

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European Journal of Research and Reflection in Educational Sciences
Vol. 7 No. 10, 2019 
ISSN 2056-5852 
Progressive Academic Publishing, UK
Page 29
www.idpublications.org 
professionally competent and energetic personnel, real patriots to see them in the world 
depository of science and culture. In this plan the National program about training personnel was 
worked out on the formation of the new generation of specialist "With the high common and 
professional culture, creative and social activity, with the ability to orientate in the social and 
political life independently, capable to raise and solve the problems to the perspective" [67]. 
When we talk of a person who knows a language, we usually tend to mean that that person is 
able to produce meaningful sentences in that language; in other words, s/he can speak that 
language. Thus the claim that s/he knows English usually includes the statement that s/he can 
speak English. The teaching of a second or foreign language therefore, one way or other covers 
the teaching of speaking skills. It is safe to assume that many learners starting to learn a foreign 
language usually seek an improved competency in their productive skills; namely writing and 
speaking. These learners assess their progress in the target language in terms of their ability to 
speak fluently in communication. As common sense and research suggests, speaking is more 
than to form grammatically correct sentences and then to pronounce them. A well-known 
example of such a grammatically correct, however semantically ill-formed sentence "Colorless 
green ideas sleep furiously" was composed by Chomsky in 1957 [13]. Language teachers then 
need to recognize that speaking involves more than mechanics. The three areas of knowledge 
that composes speaking ability can be stated as follows: Mechanics (pronunciation, grammar, 
and vocabulary): Using the right words in the right order with the correct pronunciation 
Functions (transaction and interaction): Knowing when clarity of message is essential 
(transaction/information exchange) and when precise understanding is not required 
(interaction/relationship building) Pragmatics, Social and cultural rules and norms (turn-taking, 
rate of speech, length of pauses between speakers, relative roles of participants): Understanding 
how to take into account who is speaking to whom, in what circumstances, about what, and for 
what reason. Taking into consideration these broad areas of knowledge, second language 
teaching methodology has switched its emphasis on various objectives throughout the history 
of language teaching.